Good Vibes Only
Procedures, expectations, syllabi, and policies: the best and worst parts of the first days of school. The start of a new school year brings excitement for students and teachers alike, but it is somewhat routine to explain the classroom rules and regulations which may not be the most thrilling. As I expected, these few things were discussed during the first day or two of school; however, I was surprised on how much emphasis was placed on them in terms of positive classroom culture and how little these policies were the mundane explanations I remembered from school.
Over the course of my year student teaching, I will be spending time in both Algebra I and Algebra II classrooms. Because of the difference of ages between the two courses, I was not sure of how in detail the explanations would be per class. In Algebra II, consisting of mainly tenth and eleventh grade students, there was an explicit review of the syllabus in order to explain the procedures, expectations, grading policies, etc. On the other hand, with the ninth grade students in Algebra I, there was no formal discussion of the syllabus as a whole. The information would be presented on a “need to know” basis, and the students were encouraged to review the syllabus brochure on their own. One major difference was the presentation of a brochure to younger students and a formal syllabus to the older ones.
Over the course of my year student teaching, I will be spending time in both Algebra I and Algebra II classrooms. Because of the difference of ages between the two courses, I was not sure of how in detail the explanations would be per class. In Algebra II, consisting of mainly tenth and eleventh grade students, there was an explicit review of the syllabus in order to explain the procedures, expectations, grading policies, etc. On the other hand, with the ninth grade students in Algebra I, there was no formal discussion of the syllabus as a whole. The information would be presented on a “need to know” basis, and the students were encouraged to review the syllabus brochure on their own. One major difference was the presentation of a brochure to younger students and a formal syllabus to the older ones.
It surprised me that the students who were newest to the school were given the least structured explanation of the classroom policies, while the older students had a more regimented review. Initially, I thought that it would have occurred as the opposite with the more experienced and older students being expected to review independently while the newer students would have a more focused explanation. After discussing with my mentor, I understood exactly why she had chosen to review policies in the way that she did. As first year students, the ninth graders were probably being bombarded with new information in every class on their first few days of school; thus, introducing policies based on what the students need to know at a given time allows them to process and remember the policies better. This idea really resonated with my experiences; as a first year high school and even college student, I wish more of my teachers had taken this precaution in hopes of eliminating the sense too much information being given all at once. This “need to know” introduction to classroom procedures, expectations, and policies will definitely be incorporated into my future practice.
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Introducing policies based on what the students need to know at a given time allows them to process and remember the policies better. |
One aspect of the classroom that was discussed in detail in all classes during the day was the expectations for the students. These expectations, at a high level, related directly to the three major school wide expectations: respect yourself, respect your peers, and respect the school as a learning place. Many of the more specific classroom policies fell within these parameters, which I feel is very helpful for the students to see how each individual classroom and the specific procedures within each one make up the school’s learning community as a whole. By following these three major expectations, the students should then be able to excel in each classroom as well as within the school. “Effective classroom managers typically have four or five general rules for student conduct,” (Akin-Little, Little, & Laniti, 2007). As stated, having three specific expectations for the classroom allows teachers to positively manage their classrooms; students are able to decide for themselves if their actions will be viewed positively under the three main categories and make their own judgments. As I observed the conversation of classroom norms with the students, I noticed that my mentor did not have these expectations posted anywhere in the classroom, but they could be found in the syllabus handouts. I feel that by not posting the “rules” on the wall of the classroom, students are entrusted to remember the expectations and abide by them. This definitely helps to increase the students’ sense of responsibility for their behavior inside as well as outside of the classroom.
Weinstein, C., & Novodvorsky, I. (2011). Middle and Secondary Classroom Management: Lessons From Research and Practice (4th ed.). Boston: McGraw-Hill.